人教版新目标九年级英语教案：Unit 11 Could you please tell me where the restrooms are

Unit 11 Could you please tell me where the restroomsareThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Methods1．Scene teaching method．2．Listening-and-answer activity to help the students go through with the listening materialⅤ．Teaching Aids1．A tape recorder．2．Real objects．Ⅵ．Teaching ProceduresStep ⅠRevisionT: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s o ne way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?S s: Can you tell me where the main office is?T: That’s correct．Now let’s say you w ant to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get toClassroom 1?S s: Could you tell me how to get to Classroom 1?T: That’s right．Very good．Step Ⅱ1aThis activity reviews earlier vocabulary and introduces some new words．Go through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Check the answers．Suggested answersshampoo: a or c information: a or emagazines :a or d writing paper: a or cdictionary: d stamps: etelephone call: a or e save money: bNoteShampoo is special soap, liquid, powder, etc．for washing of the hair．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Read the instructions to students．Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．When students listen, stop the recording from time to time to allow students enough time to fill in the blanks．Check the answers with the whole class．Answers1．buy some stamps 4．save money2．post office 5．bank3．Center Street 6．Main StreetTapescriptConversation 1Girl 1: Excuse me．Could you tell me where I can buy some stamps? Boy 1: Yes．There’s post office on Center Street．Girl 1 :Oh．Can you tell me where Center Street is．Boy 1: Sure．Go past the bank．Center Street is on your right．Girl 1: Thanks a lot．Boy 1: No problem．Conversation 2Girl 2: Excuse me．Do you know where I can save money?Boy 2: Sure．There’s a bank on Main Street．Girl 2: Oh．Could you please tell me how to get there?Boy 2: Yes…Go straight ahe ad．The bank is on your left．Girl 2: Thank you．Boy 2: You’re welcome．Step Ⅳ1cThis activity provides guided oral practice using the target language．Read the instructions to the class．Point out the example in the box．Get two students to read it to the class．S1: Excuse me．Can you please tell me where I can get a dictionary?S2: Sure．There’s a bookstore on River Road．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step ⅤSummaryIn this class, we’ve learned some important words, such as restroom, shampoo and so on．We’ve also learned the target langua ge．Excuse me．Can you please tell me where I can get a dictionary? Sure．There’s a bookstore on River Road．Step ⅥHomeworkReview the target language．Step ⅦBlackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section AThe First PeriodTarget Language:A: Excuse me．Can you please tell me where I can get a dictionary?B: Sure．There’s a bookstore on River Road．Unit 11 Could you please tell meThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money? Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points1．Key V ocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’ listening ability．Ⅳ．Teaching Methods1．Pairwork．2．Teaching by explanation．Ⅴ．Teaching AidsA tape recorder．Ⅵ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask some pairs to act out their conversations according to the picture in 1a．S1: Excuse me．Do you know where I can save money?S2: Sure．There’s a bank on Main Street．Step Ⅱ2aThis activity provides listening practice using the target language．Read the instructions and point to the list of directions．Tell students there is a blank line in front of each direction where they can write in a number from 1 to 4．They will hear only four directions, so two blank lines will be left．You will hear one boy ask another boy how to find something in a shopping mall．The sentences in your book are in the wrong order．Number the directions from 1 to 4 to show the correct order．Point to the picture．Get students to name the items in the picture such as escalator,elevator, shoe store, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．AnswersThe directions should be numbered in this orderblank 2 1 blank 4 3TapescriptBoy 1: Excuse me．Can you tell me where I can buy some shampoo? Boy 2: Yes．There’s a drug store on the second flo or．Urn．Let me think… Take the escalator to the second floor and then…then you turn left．Let’s see…Then go past the bank．And um…The drug store is between the furniture store and the bookstore．You should be able to get shampoo there．Boy 1: OK, great．Thanks a lot．Boy 2: You’re welcome．Step Ⅲ2bThis activity gives students practice in understanding the target language in spoken conversation．Point to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．AnswersThe line goes from where the boy is standing, over to the escalator, up the escalator to the second floor, to the left and past the bank．The line stops in front of the drug store between the furniture store and the bookstore．Step Ⅳ2cThis activity provides guided oral practice using the target language．Ask a pair of students to read the sample conversation aloud to the class．S1: Excuse me．Do you know where I can exchange money?S2: Sure．There’s a bank on the second floor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．Write the sample conversation on the blackboard．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤGrammar FocusReview the grammar box．Have students read the questions to the class．As the students are doing this, write the following three questions on the blackboard．1．Do you know where I can buy shampoo?2．Could you tell me how to get to the post office?3．Can you please tell me where I can get a dictionary?Ask the students to look at the blackboard．Underline the words I can buy shampoo, the post office, and I can get a dictionary．Ask a student to name something that he or she is looking for, such as a new notebook．Then ask other students to try to use all three sentence starters to form questions．Possible questions are:Do you know where I can buy a notebook?Could you tell me how to get to the bookstore?Can you please tell me where I can get a notebook?Pronunciation noteWith most questions that use the words how and where, your voice drops at the end．But in this unit the voice rises at the end of the polite questions．Even though the questions contain the words how and why, the voice rise at the end．If you allow your voice to fall at the end, the questions will no longer sound as polite．Step ⅥSummaryIn this class, we’ve learned key vocabulary exchange money, the target language Excuse me．Do you know where I can exchange money? Sure．There’s a bank on the second floor and the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…?Step ⅦHomeworkAsk the students to write three sentences with the starters of thestructures．Step ⅧBlackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section AThe Second Period1．Target Language:A: Excuse me．Do you know where I can exchange money?B: Sure．There’s a bank on the second floor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Do you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Unit 11 Could you please tell meThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．2．Ability Objects（1）Train students’ integrating skills．（2）Train students’ ability of social practice．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method．2．Groupwork and pairwork．3．Induction．Ⅴ．Teaching AidsA projectorⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can youplease tell me where…? Now who can make sentences by using the structures?S1: Could you tell me how to get to the library?S2: Do you know where I can buy some stamps?S3: Can you please tell me where I can get some books?T: Very good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key words on the screen by a projector．hang v．悬挂；吊hang out（俚）闲荡fresh adj．新鲜的；生的；无经验的advantage n．有利条件；优点；好处disadvantage n．不利条件；缺点；坏处block n．街区；街段Read the words and have the students repeat again and again until they can pronounce the words fluently and accurately．Write the words advantages and disadvantages on the board and ask students to explain them in their own words．Advantage is something useful or helpful, something likely to bring success, especially in competition．Disadvantage is the opposite of advantage．It means unfavourable condition or something that stands in: the way of progress, success, etc．Advantage and disadvantage are the opposites．Ask students to give some example s: ability→disability, trust→distrust．Read the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．AnswersAdvantagesfriends hang out there, always something happening, free concerts, fun to people-watch, I like to go in the musicstore, listen to CDs, look at books in the bookstore．Disadvantagesair isn’t fresh, usually crowded, always spend too much money．NotesI prefer being outside．= I prefer to go out．free--without payment; costing nothingIt’s also just fun to watch people．Pay attention to t he structure It’s + n．/adj, +to do sth．Step Ⅲ3bThis activity provides oral practice using the target language．Read the instructions．Point out the conversation in the box and invite two students to read it to the class．A: Where do you usually hang out with your friends?B: We usually go to my friend, Qiu’s place．A: Is that a good place to hang out?B: Well, it has advantages and disadvantages．It’s kind of small．But Qiu’s mom is a wonderful cook, so we always have great snacks．Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．S1: Where do you usually hang out with your friends?S2: We usually go to the mall．S1: Why?S2: There are a lot of free concerts there．We also like to look at books in the bookstore．S3: But I don’t like to go there．The air isn’t fresh．Also, it’s usually crowded．S1: And how about you? Where do you usually hang out with your friends?S4: We usually go to the music store．We like to listen to CDs．S3: And what about you?S1: We usually go to my friend, Jack’s place．S4: Is that a good place to hang out?S1: Yes, it’s very small．But we have much food to eat．Notes:It’s kind of small．= It’s a little sm all．Snack means light, usual, hurriedly eaten mealStep Ⅳ4This activity provides reading, writing, reading and speaking practice using the target language．Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．A: Go out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．Then …Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．A: Go out the front door and take a right．Walk along Xueyuan Road, and take the fourth turning on the left．Go past the hospital, and turn right．It’s about a hundred metres along on the left．You can’t miss this place．B: Go out the front door and take a right．Walk about two blocks．Go past the bookstore, and turn left onto Yingxiong Street．Then you can see the place on your left．C: Go out the front door and take a left．Go down the street, and take the first turning on the right, then the second turning on the left．Go past the restaurant, and then you will find it．（A．the post office B．the police station C．Guangming Supermarket）Step ⅤSummaryIn this class, we’ve learned some key vocabula ry words and the target language．We’ve also done a lot of listening, speaking, reading and writing practice using the target language．Step ⅥHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．Step ⅦBlackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section AThe Third Period1．Answers to Activity 3a:Advantages Disadvantagesfriends hang out there, always something happening, free concerts, fun to people-watch, I like to go in air isn’t fresh, usually crowded,the music store, listen to CDs, look at books in thebookstore．always spendtoo much money．2．Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．Then…Unit 11 Could you please tell meThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target languag e in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectsWhen you want to go to some place, first, you must know what kind of place it is and whether you should go there or not．Ⅱ．Teaching Key Points1．Key V ocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching Methods1．Pairwork to make every student work in class．2．Listening method．Ⅴ．Teaching AidA tape recorder．Ⅵ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some students to read out their writings about careful directions from the school to each place．Collect their writings and help correct any errors．Step Ⅱ1aThis activity provides reading and writing practice using the target language．Go through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Sample answersPlaces Qualities 1．restroom clean, big2．museum interesting, beautiful 3．restaurant inexpensive, delicious4．park beautiful, fascinating 5．subway safe, convenient6．mall big, uncrowdedNotes1．inexpensive--not expensive; low--priced2．fascinating--having strong charm or attractionStep Ⅲ1bThis activity provides guided oral practice using the target language．Read the instructions to the class．Point out the example in the box．Invite two students to read it to the class．S A: The Fine Arts Museum is really interesting．S B: Yes, and it’s beautiful, too．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Conversation 1:S A: Guangming Supermarket is really big．S B: Yes, and it’s inexpensive, too．Conversation 2:S A: Tianqiao Cinema is very clean．S B: Yes, and it’s beautiful, too．Step Ⅳ2aThis activity provides listening practice using the target language．Point to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．You will hear three different conversations．In all three, the family members are talking to the man in the information booth．Listen to the recording and write what place they ask about in each conversation．Point out the sample answer．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．AnswersConversation 1: restaurantsConversation 2: restroomsConversation 3: museumsTapescriptConversation 1Boy 1: Could you tell me where there’s a good place to eat?Clerk: Of course．There are a lot of good restaurants in Sunville．What kind of food are you looking for?Boy: Vegetarian．Clerk: I’d try Green Land．They have delicious salads．Conversation 2Girl: Do you know if there are any public restrooms around here? Clerk: Yes．You’ll find some at the corner of Ma rket and Middle Streets．Girl: Ummm…are they clean?Clerk: Oh, yes．They’re very clean．Conversation 3Mother: Could you tell me if there is a good museum in Sunville? Clerk: Well, we have several．What kind of museums do you like--History? Science? A chil dren’s museum?Father: How about history? I like history museums．They’re fascinating．Girl 1: Oh, Dad! History museums are boring．Let’s go to a science museum．Boy 2:Science? We always go to science museums．I don’t like science museums．I want to go to a children’s museum．They’re more fun．Girl 2:Well I’m too old for a children’s museum．Why don’t we go to an art museum?Clerk: Why don’t you go to the computer museum? There are a lot of fun things for children there．You can learn all about the history ofcomputers, as well as learn about science．Family: That’s a great idea! Let’s go there．How do we get there?Step Ⅴ2bThis activity provides guided listening practice using the target language Read the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．AnswersThe tourists should go to…conversation 1 conversation 2 conversation 3 Green Landthe corner of Market and Middle Streetsthe computer museumStep Ⅵ2cThis activity provides guided oral practice using the target language．Point to the sample conversation．Invite two students to read it to the class．S A: Can you tell me where there’s a good place to eat?S B: Of course．What kind of food do you like?Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦSummaryIn this class, we’ve learned some key vocabulary, such as safe, convenient and so on．We’v e also learned the target language by listening arid speaking．Step ⅧHomeworkTalk about some places using the words in la, then write down the conversations．Step ⅨBlackboard DesignUnit 11 Could you please tell mewhere the restrooms are?Section BThe Fourth Period1．Answers to Activity 2bThe tourists should go to…Conversation 1 Green LandConversation 2 the corner of Market and Middle Streets Conversation 3 the computer museum2．Target languageA: Can you tell me where there’s a good place to eat?B: Of course．What kind of food do you like?Unit 11 Could you please tell meThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．3．Moral ObjectsWhen we take a vacation, we should do something good and interesting, such as visit the museums, visit the water slides and so forth．We can not only have fun but also increase our knowledge．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching Methods1．Reading comprehension to help the students grasp the main idea of the text．2．Pairwork or groupwork to make every students work in class．Ⅴ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Ask some students to read out their conversations．S1: The pak is really clean．S2: Yes, and it’s fascinating, too．S3: The subway is really convenient．S4: Yes, and it’s safe, too．S5：…Step Ⅱ3aThis activity provides reading and writing practice using the targetlanguage．Teach the new words．Show the new words on the screen by a projector．slide v．滑行；滑动water slide 水滑道clown n．小丑；丑角dress up 盛装；打扮；装饰Invite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Ask a few students to tell the class about the answers in their chart．Answerskids teenagers parentsEat Clown City Cafe Uncle Bob’s Farmer’s MarketHave Fun organizedgames,clownswaterslides, rockbandsdancelessonsLearn ScienceMuseum SportsMuseumHistoryMuseumStep m 3bThis activity provides reading and writing practice using the target language．Read the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．AnswersSunville has something for everyone．If you’re looking for museums, there is a computer museum in Sunville．There are lots of good restaurants in Sunville．GreenLand has delicious salads．There are very clean Public restrooms at the corner of Market and Main streets．Step Ⅳ3cThis activity provides open-ended writing practice using the target language．Read the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they。